How to Negotiate Anything with Anyone Anywhere Around the World - Case Study Example

Critical Incident 1 The incident involving John Smith, an American executive, and Mohammed Nassar, a Saudi Arabian businessman, clearly tells of cultural differences between the two. In their encounter, it appears that it is the American who is negatively affected by his encounter with the man of different culture. While the two did not have language problem, they have divergent views on sense of time and on how they would publicly greet each other. John is evidently appalled by Mohammed’s tardiness for their lunch meeting. He, too, gets uncomfortable with Mohammed giving him a kiss on the cheek as the latter’s way of greeting him publicly. Punctuality is less important among the Arabs than among the westerners (Kussin, 2004). Being time conscious is not the traditional values particularly by the Saudi Arabians as they less emphasize clock time than social obligations (Olofson, 2004). They do not even make appointments with specific start times. Rather, they set appointments for the time between particular prayer times (Morrison & Conaway, 2006). Besides, for them, when one gets late, there must be a reason for it (Kussin, 2004). Especially when in their country, one is off the hook for tardiness by simply making a general remark about the traffic (Foster, 2002). This is understandably an exact opposite of the high value on punctuality by the Americans. When the Americans make plans with someone, they make sure that they are even three to five minutes early – as what John did. It is the American way of showing that they are really looking forward to spending time with the other person. In American culture, the commitment to spend time with someone is more important than anything else that might happen. Of course, Americans also accept valid excuses for being late. However, they expect the latecomer to promptly inform them – that is, explain the situation, apologize, and ask if they would like to meet later or do something else another time (Laudis, 2010). Similarly, among the Saudi Arabians, a more traditional ways of greeting among men involves each grasping the other’s right hand, placing the left hand on the other’s right shoulder, and exchanging kisses on each cheek. Actually, Westernized Saudi men shake hands with other men (Morrison & Conaway, 2006, pp. 4). Mohammed must be a traditional Saudi businessman. As such, Arabs are naturally emotive and demonstrative. There can be much touching – at least among members of the same sex – during even the most casual conversation (Foster, pp. 23). Again, this would expectedly surprise John who – being an American – is accustomed to simply shake hands with their business partners. Like the Germans and the Russians, Americans prefer firm handshake. In addition, Americans generally like a lot of physical space in their organizational life. In business situations, this translates into a typical distance of three feet – which would not make any touching possible. Even the American handshake last only a few seconds (Acuff, 2008). As a matter of suggestion to resolve the incident, anyone who deals with Saudi Arabians needs to understand that observing an appointment with them means one may be kept waiting for some time. Of course, western educated Saudi nationals will more likely be on time. But, overall, one should not be upset with time (Kussin, 2004; Morrison & Conaway, 2006). Likewise, when meeting anyone like Mohammed Nassar, one needs to be comfortable with the closer physical space than in western countries that they exhibit. Besides cheek kissing between men, the Saudis may actually be expected too to sit very close to their friends, rest a hand on their friends’ shoulders, tap their fingers on their friends’ forearms, or manifest touching in everyday conversation. All of these are simply signs of friendship, and do not carry a sexual overture (Acuff, 2008). Critical Incident 2 The Critical Incident 2 tells of blending of people from opposite sides of the globe – that is, the Japanese and the Americans. Seemed to be worlds apart, they have evident cultural differences. One of these is vividly narrated in the critical incident report. Harumi appeared to be unnecessarily apologizing for his effort – which turned out to be clear and interesting one! – at least, from the eye of one of the American executives who were present in the meeting. But, actually, that is simply a typical Japanese way of showing politeness. The Japanese are indeed famous for their fondness for apologizing as an act of courtesy. For all sorts of situations, they apologize as their reactions to any situation seem to be to apologize first. Even the scariest-looking punks in Japan apologize profusely when they accidentally bump into anyone on the streets. And, as Harumi did, they begin their conversations with a series of apologies (Hays, 2009). The Japanese politeness is rooted in Shinto’s respect for nature, Confucian codes of conduct and Japanese rules for a stable society. Historically, they used to have a caste-system-like set of rules that regulated all the aspects of their lives and which shaped them to become obedient and passive and have their lives defined by rules (Hays, 2009). The Japanese courtesy is manifested by how they keep trust and promises. To the Japanese, the idea of trust is exceedingly important. Their promises are etched in stone, so to speak (Hays, 2009). In the (critical incident) report, Harumi made a promise that he will do the presentation in four to five days time. There were glitches on those days, such as his research assistant getting sick and computers not fully functioning. But, he still proceeded with his promise to make his presentation on the day that he determined. This is a Samurai-like behavior insofar as holding the idea of trust and promise in very high regard is concerned. Another aspect of Japanese courtesy is its stress on respect for the person being talked to and emphasizes the humility of the person who does the speaking. They regard modesty very highly, and tend to downplay compliments with questions, refusals, hedges and self-mockery (Hays, 2009). That the American executive missed the point in Harumi’s “unnecessary apology” is explainable by a cross-cultural apology study. Hays (2009) notes a study of some thirty-four (34) Japanese and American books on etiquette written from 1960’s to 1990’s. The study found out that, while Japanese books devoted whole chapters to apologies, there was only one American book that addressed the subject. This American book mainly addressed apologizing to strangers; the Japanese books addressed apologizing to friends, neighbors and colleagues and examined apologizing on the behalf of others. Further, the study also found out that American apologies are “sincere” while Japanese apologies are “submissive” or “obedient”. For Americans, too, apology goes with an offer of explanation. For the Japanese, such explanation would detract from the selfless surrender that is expressed by an ideal apology. It would help the American executive who misunderstood Harumi to be open to learning other cultures. He was clearly deciphering Harumi’s apologies from his own perspective – or from the point of view of his own culture. Critical Incident 3 The well-intentioned Julia, who teaches at a co-ed high school in Sydney, cannot comprehend why her international students do not make clarifications during class time. It is not that her foreign students are not conscientious students. In fact, they ask questions and seek clarifications – but, individually. Especially when the international students are Asians, this is going to be generally accounted by the Asian shyness and quietness. Tan (2002) writes that Asian cultures are implicit, and many things are actually inferred. Generally, Asians would rather keep quiet than say something that would put them in compromising position. And, Asian cultures actually teach their people to be quiet. Shaffer & Kipp (2010) observe that among Chinese children, for instance, the more reserved ones are perceived to be more mature by their teachers and are much more likely to be popular than active and assertive children with their peers. This is an exact opposite of the American or western ideal. Similarly, the boisterous classroom behavior that many western children display on certain occasions (and which the Americans, for instance, take as normal) are likely to be construed as misconduct or conduct disorder by Thai teachers. Besides, especially since Julia’s students are learners of English as second language in Sydney, they are learning the language quietly. It is one of the adjustments that they make – along with their adaptation to food, customs, and so on – as they are culturally adapt to their new surroundings (Tan, 2002). As in the case of Julia – a teacher who has students from Asian communities – there could be problems of interpretations of behavior. She may be used to Australian children who play and socialize in a very free manner. But, Asian students may seem shy and timid – which may be interpreted as abnormal or strange behavior. It would mean that she would need to be trained to understand the cultural background, customs and inhibitions of particular Asian communities. She needs to be encouraged to interact further with the parents of her students, because in many Asian communities, education is seen as an extension of family activity (Kerr, 2009). References: Acuff, F.L., 2008. How to negotiate anything with anyone anywhere around the world. New York: American Management Association. Foster, D.A., 2002. The global etiquette guide to Africa and the Middle East. New York: John Wiley and Sons, Inc. Hays, J., 2009. Japanese politeness and indirectness. Available at: http://factsanddetails.com/japan.php?itemid=614&catid=18&subcatid=115#03 [Accessed 9 October 2010]. Kerr, B., 2009. Encyclopedia of giftedness, creativity and talent. Thousand Oaks (CA): Sage Publications, Inc. Kussin, F.C., 2001. Alletiquette.com: a power guide. Victoria (Canada): Trafford Publishing. Laudis, S., 2010. Being on time. Life in the USA. Available at: http://www.lifeintheusa.com/everyday/ontime.htm [Accessed 9 October, 2010]. Morrison, T. & Conaway, W.A., 2006. Kiss, bow or shake hands: the bestselling guide to doing business in more than 60 countries, 2nd Ed. Avon (MA): Adams Media. Olofson, G., 2004. When in Rome or Rio or Riyadh: cultural Q&A’s for successful business behavior around the world. London: Nicolas Brealey Publishing. Shaffer, D.R. & Kipp, K., 2010. Developmental psychology: childhood and adolescence, 8th ed. Belmont (CA): Wadsworth. Tan, M., 2002. How to attract Asian women. New York: BridgeGap Books. Read More